During the year under report, Vidya Bharati’s focus has been on the implementation and follow-up of the National Curriculum Framework. We have also explored ways to educate and train other stakeholders in the Bharatiya educational ecosystem.

1. NCFSE-23: The National Curriculum Framework for School Education (NCFSE-23) was put in the public domain in July 2023. It is a very detailed and exhaustive document with a long list of suggested best practices to be followed in schools and detailed principles for framing syllabi for all subjects. It is gratifying that many of the best practices observed by the steering committee in our schools were included in the NCF. Panchakosatmaka Vikas, Panchapadi learning process, and other school processes and cultures were also mentioned in the document.
2. NSTC and NOC Formation: The National Syllabus and Teaching-Learning Material Committee (NSTC) and the NCF Oversight Committee (NOC) were formed in August 2023. Our experts were closely involved in monitoring and supervising the implementation of NEP and NCF. Twelve curricular area groups were formed, drawing subject experts from across Bharat, including several senior members from Vidya Bharati.
3. Orientation Programme for Textbook Writers: The National Institute of Open Schooling (NIOS) and Bharatiya Bhasha Samithi organized an orientation program for textbook writers on the 25th, 26th, and 27th of September 2023 in Noida. Vidya Bharati was invited, with 99 representatives participating from almost all states. The theme was the orientation on the NCF structure and the identification of experienced and committed textbook writers.
4. Workshop on Competency-Based Assessment: NCERT organized a workshop on competency-based assessment from the 9th to the 13th of October 2023. Four Vidya Bharati experts in Social Science, Mathematics, Science and Hindi were among those invited.
5. Akhil Bharatiya Shiksha Samagam: The Ministry of Education, Government of Bharat, organized the Akhil Bharatiya Shiksha Samagam in Delhi to mark three years of NEP-2020. This event took place for 2 days on the 29th and 30th of July 2023. Vidya Bharati was invited, and a few national-level experts participated.
6. Teacher Orientation Workshops: Vidya Bharati organized workshops across the country to orient teachers on the NCF foundational and secondary stages, along with Jadui Pitara and Bal-Vatika, concentrating on ECCE. A continuous training program of 30 days for our master trainers is being held at our Gandhidham (Gujarat) center. Here it is pertinent to inform you all that Saraswathi siksha mandir, Gandhidham, was given “Gijubhai Badheka Shrestha Bal vatika award” for the year 2024, for its exemplary performance by Children’s research university, Gandhinagar (Gujarat) with a testimonial and one lakh cash reward.
7. Books on Panchakosatmaka Vikas and Panchapadi Learning Process: Efforts to educate the entire education ecosystem of Bharat on Panchakosatmaka Vikas, holistic development, and the Panchapadi learning process are going on. The book on Panchakosatmaka Vikas has already been released, and a book on the Panchapadi learning process is getting ready. Efforts are underway to publish these books in English and other regional languages.
8. National Workshop on ITEP: The National Council for Teacher Education (NCTE) organized a national-level workshop on the Integrated Teacher Education Programme (ITEP) on the 22nd and 23rd of June 2024 at the Indian National Science Academy (INSA). Vidya Bharati, along with other institutions, participated with 110 master trainers from almost all states attending. The program focused on the stage-wise four-year ITEP course and reforms brought by NCTE as per NEP. The changing role of teachers and the paradigm shift in education were also discussed. The workshop was organized by NCTE, in collaboration with Vidya Bharati and Mata Sundari College for Women, Delhi.
9. Meeting with Spiritual Organizations: NEP aims to build good human beings, provide quality education for all, and foster school-community linkage with social responsibility. In line with this, we invited 29 spiritual organizations with a national educational presence, such as Ramakrishna Mission, Chinmaya Mission, Aurobindo Society, Mata Amritanandamayi Ashram, Art of Living, Satya Sai Trust, DAV, etc. Vidya Bharati organized a get-together on the 29th of March 2024 in Delhi to discuss man-making initiatives and national educational responsibility as per NEP. The meeting was fruitful, and we plan to meet again on the 14th and 15th of October 2024 in Chennai.
10. Vocational and Skill Education: Vocational and skill education is being given a push through our ‘Daksha Bharati’ initiative. Vidya Bharati is being recognized as an ‘awarding body’ by the National Council for Vocational Education and Training (NCVET) of the Ministry of Skill Development. The process is halfway through, and we expect to receive the letter of intent (LOI) within a fortnight. After that, we will have to submit qualification packs for approval and Implementation in our schools.

(Author is Retired Principal and National President of Vidya Bharati.)

Read More : 3 Years of NEP–2020 and Vidya Bharati

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Digital transformation is the process of using digital technologies to create or modify the existing process, culture and experiences to meet ever changing needs and requirements. This re-imagining of education, business and other activities in this digital age is digital transformation. Of-course one thing is sure that the Covid-19 pandemic did force many organisations including educational institutions to shift towards digital transformation.

Digital transformation in educational field:

Covid-pandemic did affect economies World-wide including education sector. Approximately 1.5 billion students which include 90% of primary, secondary and tertiary level learners could not go to school physically. The impact has been transformative as education administrators and educators were looking forward for implementing technology-solutions to enable remote learning. Digital transformation is simply not limited online teaching-learning post covid-19. Governments across different countries are making efforts to mitigate the immediate impact of school closures and facilitate continuity of education with the help of new tech solutions.

Digital transformation in the education sector means enhancing its learning environment and administrative systems by applying new technologies, which reduces costs and meet the growing demands of all the participants of educational process.

Target group of digitalisations of education may be students, faculty, staff, parents and alumni. Allowing students to register for admission, providing a wide array of online learning options and using technology to track students’ progress.

Digital transformation in education is under three categories:

1. Transformation in campus environment:
2. Thermal screening
3. Contactless attendance system
4. Digital transformation of administrative system.
5. Transformation in learning methods:
6. Video conferencing systems even for overseas students
7. AR/VR for better learning experience
8. Adaptive learning
9. Learning apps & platforms
10. Al and Chat bots
11. Transformation in teaching methods:
12. Smart classrooms
13. AI driven online assessments
14. AI based analysis of students
15. AI enabled remote proctoring

Virtual classrooms functioning:

Virtual class room activity goes with an assumption that every student has fast access to internet, a laptop or smart phone with a reliable electric connection. Actually, July 2022 report confirms that 833 million active internet users are in Bharat, which comprises of 59.28% of population. This creates a problem for online educators and unconnected students fall behind their connected peers. Of-course for them teachers can record their lessons and upload them on YouTube, which can be downloaded for viewing offline.

Governments Role:

Government wants to truly enable education for all. Under resourced people should also get much needed devices and data. Government is also trying to provide educational content through its apps and portals like SWAYAM, SWAYAM PRABHA, National Digital Library, Virtual Labs, National Mission on Education through Information and Communication Technology (NMEICT), E-pathasala, National Repository of Open Educational Resources (NREOER), SHAGUN, Digital Infrastructure for Knowledge Sharing (DIKSHA) and National Initiative for School Heads and Teachers Holistic Advancement (NISHTHA) etc. SCERT and edutech companies should provide educational content in major regional and vernacular languages.

Technology to enhance pedagogy:

Now instead of having the old “chalk and talk” model, we have to consider incorporating technology in a big way to enhance engaging pedagogy having ‘Flipped Classrooms”, Smart classrooms approach, where interactive and interesting exercises are facilitated by the teacher.

Human-teacher should not be replaced by Robot-teacher:

Worlds first Artificially Intelligent robot-teacher at Indus international school, Bangalore was working with 100% precision and students were feeling happy to ask questions. No doubt that you got a teacher who work without casual, privilege, maternity and paternity leaves, while welcoming this, we should never allow this to replace human teacher who has to shape a person though his man-making initiatives and human Sensitive element along will personal care. Of course it necessitates our human-teacher to nurture his native, natural and Artificial Intelligence to become digitally competitive and purposeful.

(Author is Retired Principal and National President of Vidya Bharati.)

Read More : TECHNOLOGY ENABLED EDUCATION FOR BETTER FUTURE

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Technology is now playing a bigger role in the present-day world. Now that it has engrossed every aspect of our lives. It is also being used by adults and children alike in day-to-day life through web surfing, social networking, interactive games and also in many more ways of-course in teaching-learning activity it has become a high priority input proving that technology and education can work in synchrony to shape an all-inclusive classroom.

Advantages:

1. Improving competencies: For improving standards of students and achieving competencies along with desired learning outcomes, technology integration is a handy tool. It can transform the class room into an interactive and communicative environment.
2. Provides meaningful learning experiences: Technology provides meaningful, purposeful and desired learning experiences by designed engagement and hands on opportunities, which better be integrated to the curriculum and syllabus leading to activity-based text books, lessons and workbooks.
3. Employment provider: Most jobs today require inevitable use of technology. Upskilling, updating technical skills shall make a person a better job seeker and he becomes market friendly.
4. Impact on levels of achievement: More study results observe and indicate that students exposed to information and communication technology (ICT) at home and school had very much a positive impact on their subject achievement levels and scores.
5. Developing 21st century skills: Technology is a big tool for establishing meaningful projects to engage and involve students in acquiring critical thinking and problem-solving skills.
6. Increased students’ motivation: Tech-enabled learning increases students’ engagement, involvement and motivation, even for the children with learning-challenges, visual handicaps and others.
7. Eradicating inequalities: National Digital Education Architecture (N-DEAR) – provided across – is likely to help eradicating inequality in education system of Bharat. Even for students in remote village areas tech-enabled learning is a boon.
8. Confidence levels go high: Wide and growing acceptance of technology enable pedagogical benefits, improved digital skills did improve the confidence levels of educators and education along with widespread willingness to embrace it for all future activities.
9. More visual learning: Learning applications resembling gaming applications make learning more visual which helps students to comprehend abstract concepts, as they have different learning styles. Even for a person with hands-on experiences with technology aids like STEM, maker spaces and Robotics etc. network us to new world.
10. Towards a blended & hybrid learning: Now there is to be a big strategic shift towards blended learning for meeting future education challenges. Massive Open Online Courses (MOOC) in higher and secondary education necessitates digitalisation platforms to reach new areas and audience.

Challenges:

1. For students, staff and institutions.
2. Delivery, Design, Data Infrastructure and differentiation.
3. Technological innovations which dominated in the areas of resources, delivery support and market map.

Way ahead:

1. Selecting judicious edu-tech investment-approach.
2. Institutions in finding their own way and strategy.
3. Guidelines for learning, development practitioners, organisations, policy makers and academicians are to be provided by the government.
4. For all stake holder’s usability and stability stand as a fundamental challenge.

As future citizens are global citizens, requiring them to be more knowledgeable, skilful and intelligent to meet all the challenges. Newer technologies definitely stimulate a resurgence of interest in diversifying methods. Bharat is emerging as global leader leaving its earlier stance of a global player. Let us exploit the full potential of the available technological assets.

(Author is Retired Principal and National President of Vidya Bharati.)

Read More : Teachers & ICT – Information and communication technology

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Prologue

Vidya Bharati with its 6 years toil collected inputs from across fifty thousand plus villages and more than one thousand seminars and symposia conducted in almost all the districts. We submitted more than four thousand pages of material and concept-note papers especially regarding school complexes, special education zones, community-school bondage, social orientation of the school and service to the society along with man making initiatives and quality education. We are happy that many of our recommendations could make it to NEP-2020, which was brought into public domain on 29^th July 2020.  Many of the path breaking recommendations with Bharat centric approach were well appreciated and welcomed by Vidya Bharati.

During first year of NEP-2020

Vidya Bharati decided to take NEP-2020, to the common people, academia, intelligentsia, educational managers and other stake holders in a big way, because involvement of all these groups is essential for implementation. In-spite of Covid pandemic, we tried to reach as many as possible by virtual meetings in a big way.

1. Bharatiya Siksha Darshan and Manovigyan: Bharat centric approach was not known to the academia or Bureaucrats, even though there was a mention of it. Hence Vidya Bharati did supply 8 articles on Bharatiya Siksha Darshan (Philosophical foundations) and Mano Vigyana (Psychological foundations) to the ministry of education, NCERT and SCERTs.
2. Our training system re-oriented: Our thrust and focus was on implementation of NEP. Hence in order to equip all our stake holders with NEP details and to empower them, Vidya Bharati training system was revamped and reoriented.  1500 master trainers were upskilled and updated to undertake further training of our teachers across the country.
3. Focus area groups: As per the directives of NCERT, our resource persons were in all 25 groups for preparing state and national curriculum framework and played an active role in providing needed inputs.
4. Vidya Pravesh: Our workedout templates for ECCE were submitted with minute details to the ministry. Vidya pravesh – three-month play-based preparation module for children entering grade-I was developed with our team effort as a part of NIPUN Bharat mission.
5. Rapport with government and other organizations: Meeting the education machinery of the government every month to provide inputs both at the central and state level was going on. We were asked to be on the panel of Confederation of India Industry (CII), National Academy of Audit and Accounts (NAAA) and different organizations to detail NEP and unfold these suggestions.

Achievements during 2^nd year of NEP-2020

Post-corona period has witnessed a high speed and accelerated activity regarding implementation of NEP-2020

1. Inputs to curriculum framework: Following bottom-up approach Vidya Bharati gathered in a big way inputs from different stake holders including teachers, parents, students, neo and non-literates, experts, scholars, NGOs etc. both by virtual and face-to-face method. Out of 16 lakh inputs received ours would be at least 1.5 lakhs. Our teachers have supported DIETs in their survey as well.
2. Our presentation before the steering committee: 8 Vidya Bharati academicians met on 21^st Feb 2022, the steering committee with 5 PPT presentations which included 4 stage-wise and one general, providing inputs along with best practices to be included which was received very well. At the end comment of Padma Vibhushan Dr. Kasturi Rangan was that the steering committee has ideas, which were already implemented in Vidya Bharati schools.  He was emotionally attached to Vidya Bharati and have been maintaining contact thereafter.
3. Technical team of NCF visited our schools: 4 members viz. Sri Jitendra Sharma, Sri Sobhan Negi, Sri Rakesh Tiwari and Sri Gajanan Londhe visited Vidya Bharati schools in Gujarat, Uttara Pradesh and Punjab between 7^th and 14^th April 2022. Best practices and processes were observed and recorded to submit a 20-page report to the steering committee during May with a caption – “Inputs from Vidya Bharati schools for National Curriculum Framework”.  All important points in this report could find a place in NCF.
4. NCFECCE – foundation stage with Vidya Bharati inputs: NCF foundation stage was released on 20^th October 2022, with all our guiding principles and practices. Our concepts of Sarvangeena Vikasa (All-round development), Samagra Vikasa (Holistic Development) and Panchakoshatmak Vikas (Five-fold personality development) could find an important place in this framework.
5. Virtual workshop for text-book writers: Vidya Bharati in-order to be preparing in advance conducted online workshops for textbook writers and content generators during January and February 2022, in 9 subjects in which more than 950 participated and got trained.
6. 14 face to face workshops for teachers: We conducted 14 workshops on 14 subjects to more than 1200 subject experts, editors, content generators and subject teachers between April and July 2022. The highlight of all these workshops was that higher educational institutions of reputation voluntarily hosted with a very good set of resource persons.
7. JADUII PITARA (Magic Box) launched: Jaduii Pitara was launched by the ministry on 20^th February, 2023, a learning–teaching material for foundation stage. This was the inspiration from Sisuvatika of Vidya Bharati, a bag-less activity driven and spiritually rooted education by play and toy-based learning, which was well received.

Progress report of 3^rd year

During the year under report, we had to rush through with more initiatives as the time was very much short and the whole process is to be completed by March 2024.

1. Text books for standard I and II: Based on the syllabus designed by us, our team with the help of NCERT and technical group prepared text books for classes I and II and were released on 4^th July 2023.
2. Anganwadi workers training: Vidya Bharati was given the responsibility of training, Balavatika I, II & III standards on the lines of Shishuvatika to Anganwadi workers in some states, for which separate books were printed by respective state governments with our inputs.
3. Subject-wise approach before NCF committee: At their request our team of 6 went with subject-wise approaches, with a special mention of history, in the draft document of National Curriculum Framework of secondary education.
4. Chapter-wise suggestions and corrections: During the same meeting in May at Bangalore, we have submitted chapter wise corrections and suggestions for the draft NCFSE-2023. A total 6 documents consisting of observations, missing pedagogical methodologies, and how it can be more Bharat-centric. Resultant effect was that the team appreciated the contributions of Vidya Bharati right from the beginning. They heaped praises for our recommendations being logical, objective, productive and purposeful and are in contact with us.
5. NCFSE-23 is ready with our inputs: In continuation of the specialties of NCFECCE, the national curriculum frame work for secondary education has suggested some of our best practices. Pancha koshatmak vikas was explained in detail, along with value education, rootedness to India, school culture, school processes and different traditional PPRAMAANAS (Pratyaksha, Anumana, Upamana, Arthapatti, Anupalabdhi, Shabda) as sources of knowledge.  School a centre of social change, school assembly practices were also mentioned as per our thought and practice.

Way Ahead

1. With lot of struggle and continuous rapport we could reach this position of inserting most of our suggestions and recommendations in NEP-2020 and NCF-2023 documents. Now it is for us to follow the next level of framing the syllabus and writing textbooks which needs a very close monitoring because the text book is the guiding book for the teacher and learning material for students. Hence, we wish that high powered committees are to be constituted for the National Syllabus and Learning Teaching Material Committee (NSTC) and National Curriculum framework Oversight committee (NOC) which is an absolute necessity for continuing the work hitherto done.
2. Curricular area sub-groups for text book preparation have to be taken up by NCERT immediately for which our role is to be defined and clarified before we move further in this regard.
3. We are ready with a list of subject experts, content generators and editors for text book writing. Syllabus gets ready by 30^th September 2023 and text book writing starts from October, for which we are prepared.

(Author is Retired Principal and National President of Vidya Bharati.)

 Read More : National Education Policy–2020 And Classroom Transactions

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National Education Policy – 2020 aims to provide quality education by 2030 not only for life changing but also mind crafting and character-building experiences along with a sound knowledge base. NEP-2020 also envisages to have an education system based on Bharatiya ethos for transforming India into a global knowledge super power.

Hence, there is a big shift in the way we educate. Now the concentration is more on Holistic Education (Samagra Siksha) along with all-round development (Sarvangeena Vikasa) of a student. The thrust is more on building competencies and specific learning outcomes with a reduced content. Now that teacher has to get enriched, empowered, upskilled, upgraded and updated to meet these challenges.

To put it in brief following are to be observed in class room transactions and initiatives.

1. Learning Teaching Methods (Pedagogical Changes)

2. Learning Strategies

3. Learning Areas of integration in the concerned subjects

There is also a big shift in moulding students, which we have to plan every day and in every activity.

1. From “Learning helplessness” to “learning optimism”.
2. From “What to learn” to “how to learn”?

• Sparking curiosity, nurturing creativity, instilling confidence and caring through hand-on experience.

1. Questioning, observing, experimenting, associating (connecting dots) and networking.

We have to plan behavioural shifts among the students to facilitate joyful, engageable and experiential learning.

1. From yes to why?
2. From looking to observing

• From being passive to learning to explore

1. From fear to confidence
2. From acceptance to leadership
3. From textbook-bound to being hands on

• From self to social orientation

These are all indicative but a comprehensive discussion has to take place among the teachers in groups at the school level. Of-course we are free to add as per experience and suggestions from elders and mentors.

(Author is Retired Principal and National President of Vidya Bharati.)

Read More : CHANGES IN GOVERNANCE OF SCHOOL EDUCATION FOR BETTER ACCOUNTABILITY AND NEP 2020

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NEP-20, envisages a big shift in the way we educate, as quality of learning is the core issue. It emphasizes more on building competencies and 21st century skills. Hence transforming assessment strategies for student development becomes very much essential. Naturally the culture of schooling system will shift from summative and primarily testing on rote memorisation skills to more regular and formative. This also promotes learning and development of students by evaluating higher order skills such as analysis, critical thinking and conceptual clarity.

NEP – Pedagogy and Assessment

The NEP-20 very much indicated pedagogical changes and strategies to provide quality education which is not only life changing but also mind crafting with character building experiences. Pedagogical modifications include joyful, engaging, experiential, experimental, interactive, activity based holistic, inclusive, collaborative, creative, communicative and discussion-oriented learning programmes along with learner centric processes, inter and multi-disciplinary approaches and with the focussed base being competency, knowledge, logical and scientific thinking. Strategy shift is towards seminars, quizzes, conferences, field-trips, debates, group-tasking, interviews, dramatization, mind mapping, pictorial stories, graphic reading, image harvesting, reading and reflection etc. Keeping all this in view class room activity and assessment transformation is absolutely essential to optimise the learning feedback. Class room thrust shall be on formative learning, which is an assessment in continuity.

School based assessment (SBA):

Taking clue from the need based on changing pedagogy, we have to transform evaluation process as per NEP-20 to school based evaluation, which is a judicious and the best solution to ease integration of teaching-learning process. SBA facilitates attainment of specified competencies in terms of learning outcomes in a holistic manner through classroom transaction. Assessment is done by school teachers and other members of the system.

Benefits of SBA:

Let us try to list out some of the benefits and of course classroom practitioners can add few more.

1. Personalised instruction takes place for alround development of a student.

2. Definitely it improves Teacher-Student relationship, for pushing more man-making initiatives.

3. Student engages in meta cognition leading to intentional thinking and learning about himself.

4. As we already noted the focus is more on competencies rather than content.

5. Reposes faith on the teacher and the system.

6. Develops positive attitude on learning and assessment.

7. Focus is on assessment of and as learning encourages individual, peer, teachers and peer assessment.

8. Documentation is reduced to some extent as assessment goes on with learning process.

Salient features of SBA:

All the expectations from NEP-20 are met with this type of assessment as we observe some of the salient features.

1. It integrates learning, teaching and assessment.

2. This promotes child-centred and activity-based pedagogy and strategies.

3. Learning outcome-based competency development with a minimal importance to content memorization.

4. Stress free, non-threatening, active and joyful participation can be found, which is otherwise in achievement, evaluation.

5. Promotes self-confidence of students.

Assessment strategies and practices:

These are methods used by educators to evaluate students’ progress to plan the content and decide next course of action for improvement by adjusting curriculum schedule. We can not list out all strategies as they are more situation, contextual and based on the nature of the student. To name few viz. observation, interview, portfolio, feedback, simulation, checklist, self-assessment, project work, rating list, pee assessment, pair sharing, group work, assignment, experimentation, focus group discussion, role play, anecdotal record, reflective writing, choral response, computer-based survey and one minute response etc. We can add few more with our experience and wisdom. Teacher should be patient enough to use diverse assessment strategies and practices since each individual is differently efficient and abled, application of mixture of strategies would ensure exact and judicious representation of their competences.

Teachers training and empowerment:

Teacher is the frontline warrior to bring theory, policies and expectations to practice level to the class room. Hence, he should be qualitatively trained with different strategies and practices of school-based assessment. It should be in-depth, intense and exhaustive practical training to equip the educator with proper mindset and tools. Entry and exit assessment of training to assure required professional standards is also essential with periodical updation and upskilling under skillful mentors.

Ensuring impact of assessment on learning:

As there is a paradigm shift towards student centric outcome-based approaches, assessment strategies and practices would definitely impact students learning levels. We also know that assessment is at the heart of the students experience and it defines the actual curriculum, as we can translate assessment record into applicable suggestions for practice to ensure quality in education.

Going for Holistic progress card:

Ultimately, we should go for Holistic progress card to assess Alround development (Sarvangeena Vikasa) and Holistic development (Samagra Vikasa) of a student. It is a wider and larger plan with a detailed output progress card. 360-degree multidimensional assessment mentioning every aspect of his personality, which can include self and peer evaluation as well without ignoring artistic, social, emotional, spiritual and cultural vision. Of course, it is needless to profess that it should be continuous and comprehensive assessment.

In conclusion, our duty is to build NEP-Eligible school, NEP-Competent principal, NEP-Skilled teacher, NEP-Supportive parents, NEP-Active alumnus, NEP-Encouraging Management, NEP-Responsible poorvaacharya along with following school-based assessment. Ultimately our empowerment of teacher should transform him to be the ‘Knowledge-Guide’ from his present role of ‘Knowledge-Bearer’.

(Author is Retired Principal and National President of Vidya Bharati.)

Read More : A Few Pedagogical Changes Focused in National Education Policy 2020

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Childhood skills shape our life’s success…

Early childhood development is a smart investment.

James J. Heckman, American Nobel Laureate

National Curriculum framework for Early Childhood Care and Education (NCF-ECCE) was released on 20^th October, 2022.  It is very significant and one of the most important dimensions in the implementation of NEP-20, which is bound to have a desired impact on our education system and all-round holistic development of children.

Till now pre-primary stage was not linked to the mainstream education but in NEP-20 well thought linkage was envisaged as first 8 years of child’s life is the most critical for lifelong well-being and overall development of personality – physical, vital, mental, intellectual, spiritual including socio-emotional aspects.

As practitioners in the field of education, we know that neuro-science research declares that over 85% of an individual’s brain development takes place by the age of 6 years.  Thus, ECCE which refers to both the care and education of children from birth to 8 years is of prime importance to any society.  Children from 0-3 years are mostly taken care at their respective homes and school – setting – care is taken over from 3^rd year onwards.

This foundation stage was taken care till now through pre-primary schools, kindergarten schools, nursery classes, sisu vatikas and Anganwadis.  As you know in Vidya Bharathi even the care for children below 3 years under Samartha Bharat model, by training parents, teachers and the concerned.

Curriculum refers to the entire organised experience of students in a school setting to achieve the goals, aims and objectives of education.  The elements that constitute and bring to life this curriculum is – apart from the goals and objectives – many viz. Syllabus, content, pedagogical practices, teaching-learning materials, school and class room – practices, learning environment, culture of the institution, assessment etc.

NCF-ECCE is developed on the vision of NEP-20 and kept in view of the diversity and state – contexts, of-course without forgetting the harmony of our country.  Moreover, this speaks directly to teacher, who is the fulcrum, pivot and a frontline warrior in the education system.

This NCF-ECCE 22 further focuses on numerous classroom practices with real life illustration from variety of contexts and situations.  It also explains in detail how children learn scientifically at this stage along with aims, curricular goals, competencies, learning outcomes, TLM, assessment, time management linkage to the preparatory stage and principles of content selection etc, which are of great concern to any teacher.

Few highlights of this NCF are mentioned below:

1. More scientific research from across on education, neuro-science, and economics demonstrates high quality early childhood care and education is perhaps more scientific and the best investment for future of a nation. Brain development is very rapid during first 8 years of age along with physical, cognitive and socio-emotional development.
2. Well defined Aims and objectives:

NCF-ECCE defines the terms – Aims, curricular goals, competencies and learning outcomes at this foundation stage.  Clear distinction between these terms is given along with the process of derivation and articulation, which clarifies the teacher and stake holders.

3. Approach to Literacy and Numeracy:

Children learn spoken language most rapidly between the ages 0 to 8 along with attaining multilingual skills.  Writing skills during this stage are learnt less naturally.

Thus, these basic literacy skills are acquired gradually during this stage.  It is also justified to expose students in multiple oral languages.  Approaches to teaching mathematics are given in detail, because developing positive attitude is essential.

4. Different pedagogic methods and strategies:

A safe, secure, comfortable and happy class room environment can help children to learn better and achieve more at this stage.  Care and responsiveness with ample opportunities to experience, experiment and explore are the methods of pedagogy at this stage along with good teaching.  By building affectionate relationship with children leading to learning through play, conversation, stories, toys, music and craft.

5. Teaching-learning material (TLM) and principles of content selection well explained:

Children at this foundation stage are more engaged in learning when they use multiple senses (Gnanendriyas) along with their hands, legs etc (Karmendriyas).  From simple toys for play to specific manipulations for counting and numeracy, a variety of TLM is essential, which was systematically explained.

Competencies and learning outcomes provide direction for content selection.  However, these principles and organisation of content is well explained in detail which is to be comprehended by every teacher.

6. Guidelines for creating a judicious eco system:

NCF-ECCE focuses on building an enabling ecosystem that is essential for implementation.  This includes empowering teachers and enabling a supportive academic and administrative support system without ignoring adequate infrastructure including necessary learning resources.

7. Guiding principles of Assessment:

Assessment at the foundation stage is seen as an enabler for learning and development.  It is visualised as an integral part of the everyday class room process and largely based on systematic and careful observation of children and analysis of their work such as craft, projects and simple worksheets.

8. Time Management:

Children like to spend more free time in exploring immediate environment.  However, as they grow older, they need organised activities which are play-based and structured.  Teacher has to see that there is a balance between time spent on doing things on their own and time spent with others.  They need time and space to move around, run, jump and physically active.  Hence, everyday time management is a big task for the teacher.  Along with illustration details are given in NCFECCE.

9. Linkage to preparatory stage:

4-stage design is scientific and it requires continuity from one to another.  The shift from developmental imagination foundation stage to the development of skills and capacities during the preparatory requires proper linkage.  Children are expected to attain foundational literacy and numeracy along with other scholastic capacities, arts, sports, values, beliefs and social capacities.

10. Addressing other critical areas:

Developmental delays and disabilities among children including safety and security in schools is very much essential for this stage.  Ways and means for the same are well scripted here.

Inspite of Vidya Bharathi’s Sisuvatika and other major experiments with success for this stage, in order to be able to implement this curriculum we should also find more realistic pathways by real life experiments and come out with innovative practices.

(Author is Retired Principal and National President of Vidya Bharati)

Read More : CHANGES IN GOVERNANCE OF SCHOOL EDUCATION FOR BETTER ACCOUNTABILITY AND NEP 2020

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NEP-2020 is paving the way for a shift in the way we educate which is quite path-breaking and in an alignment with sustainable development goals.  Along with “Sarva Sikhsa” there is a thrust on “Samagra Siksha” i.e., on all-round development of the child, holistic education with a comprehensive approach.  The drive is more on building competencies rather than the content. Covering modules is of primary importance rather than completing the text books.  Again, a big push is given to continuous comprehensive holistic, 360° evaluation giving less importance to summative assessment.  Major push is on teachers’ empowerment rather than simple teachers’ training.  It is designed to meet future challenges through present experimentation and past experiences.  The goal of the policy is to provide quality education by 2030, not only for life changing but also mind crafting and character-building experiences along with building a big knowledge base.   It is to have an educational system based on Indian ethos by transforming Bharat into a global knowledge super power.  Quality education with skill and vocational base is being pursued.

Expected outcomes:

Expected outcomes are clearly mentioned in the policy in different chapters.

1. Universalization of access from ECCE to secondary level.

2. Ensuring equity and inclusion in education.

3. Bringing back two crores out of school children to school to ensure sustainable development goal (SDG-4).

4. Retaining all children in schools until the completion of secondary education.

5. To thrive for foundational literacy and numeracy by putting best efforts in the coming years.

6. For quality improvement in schools, resource sharing by forming school complexes and schools should become centres of social change with community participation.

7. Another important aspect is accountability in education by effective governance by distribution and delegation of powers and setting common norms.

8. Planning to overcome the language barrier is also another aspect as multi-linguism has given a big scope.

9. Fixing common standards for public and private schools in educational administration to make them more responsible.

Accountability in Education:

Accountability is the primary concern of the educational policy because of which they said goals, outcomes and quality education is becoming a myth.  The NEP-20 clearly is of the view that the educational system must be more accessible, equitable, affordable, accountable and qualitative.  These are the five guiding pillars of this path breaking policy.  The whole system is to be made answerable, responsible, accountable for which a periodical review assessment and evaluation with corrective measures at macro & micro level and outside & inside the school activity are very much essential.

Need Better Governance:

We know that governance is a process by which organizations are directed and held to account.  It includes authority, accountability, leadership, direction and control exercised in the whole system.  It is proper to declare that success is achieved by good governance – principles and practice, which are given here under.

Principles of Governance:

1. Involving all the stake holders:

Education is a concern of all. Hitherto all the stake holders viz Alumni, parents, community around along with teachers and management, were not involved judiciously at implementation of policies and schools governance. Matrubharathi of Kerala in our schools has a vital role in improving the quality of education. In the same way during this pandemic, Vidya Bharathi old students did participate in strengthening, mobilizing resources, teaching and skilling, holding tuitions etc.

2. Improving inputs:

Providing all necessary inputs required at school level paves way for better output and outcomes. Basic resources, infrastructure and other facilities shall improve the quality of education.  Buildings, Laboratories, Library, Toilets, ICT facilities are to be provided in all government and nongovernmental schools.  We should never forget that without reforming the government schools no major change in the education system is possible. As per the latest report and recommendation of state of education report for India- 2021 by UNESCO, there is an immediate deficit of 11.16 lakhs teachers and it is going to grow further in future. During the next decade 30% of working force need to be replaced.

3. Empowering the teacher:

Quality of education is the core challenge of next decade when it comes to overall education standards, retention, transition and equity in academic achievement. Hence the focus of this decade is on teachers and teaching. Teacher is a front-line warrior, who can translate policy recommendations into practical actionable points in the class room transactions through teaching-Learning process. He should be empowered, upskilled and updated through number of training programs. Continuous professional development should also include periodical training at the school level as well as personal mentoring. Teachers are to be provided with meaningful ICT training and develop governance through consultative processes based on mutual accountability.  It has also suggested a restructure of pre-service professional development strengthening curriculum and pedagogical reforms

4. National Professional standards for Teachers (NPST) and National Mentoring Mission (NMM):

As per the NEP – 20, NPST (National professional standards for teachers) and NMM (National Mentoring Mission) would improve the quality of nearly 1.5 crore teachers across India. Committees are formed to finalize the modalities, for which Vidya Bharathi has submitted its detailed report.  This would be a forerunner of many good things to come in future.

5. Enhancing digital infrastructure:

Future would be that of Hybrid learning – a blend of class room and online learning – which necessitates, proper technical support and digital infrastructure to make teachers and students updated and upskilled with required training. Access to internet in schools is only 19% of course in rural areas it is 14% only, leaving a big space for government’s initiative.

6. Motivating entire government education machinery:

More than 10 lakh schools excluding Anganwadi Kendras are run by the government. Without reforming these 2/3 of schools in India, summary transformation of education is impossible and quality education remains a distant dream. Only solution is to motivate education machinery and make it more accountable and answerable. SCERTs, DIETs and all other agencies at all levels are to be delegated and accredited with powers to correct, penalize, reward and discipline.

7. Setting clear outcomes goals and progress charts:

In our Vidya Bharathi we have Manak Parishad (system for enrichment of school quality) which undertakes annual assessment procedure in which 4 areas viz. governance, administration, leadership and class room transaction are assessed through 12 parameters 40 indicators and 139 standards. Basing on the inspection report goals shall be reset for the next year. That is how schools’ education quality index is monitored by us. Of-course at national level PARAKH (Performance Assessment Review and Analysis of Knowledge for Holistic development) is established. At state level also a regulatory accreditation and performance body is being set up, which closely supervise the progress of schools.

8. Schools to be developed as centers of social change and service:

Schools are not simply ivory towers or islands and disconnected to the society around. They are the light houses to spread light across. Moreover, education is a powerful tool to achieve social justice, harmony and unity. Programs for community involvement in the school and other stake holders outside the school as a part of social responsibility and social consciousness are to be planned. We conduct Bala Sanskara kendras, Tuition centers, Matrumandalis and other training programmers in villages. Even during the pandemic, we also did hold Mohalla vidyalayas and vidyardhi vikas kendras for the students of 29 villages. Our staff members, old students and parents got involved in it in a bigway. They were all students studying in government schools around.

9. School Complexes:

N.E.P recommends school complexes to face many challenges in governance at micro level viz. large number of small schools and single teacher schools etc.  It ensures sharing of best practices along with both physical and human resources, soliciting cooperation among schools.  School managing committees are to be formed for effective governance, monitoring, support, innovation and better coordination.

10. Internal self- correctives in the system:

School operations should provide internal self-correctives in the system to identify, diagnose, correct and change courses of action that are inappropriate, ineffective, unproductive, irrelevant and not in tune with expected outcomes. School based systems, processes and procedures are to be evolved as per the local initiatives and requirement.

11. Building a team – leadership:

A team leadership creates an environment among the staff members to become more accountable rather than a single leader. From decision making to distribution of work team promotes collective responsibility.  In our school’s effective governance was possible by building a team, which meets every week to exchange views, ideas, to conduct critical reviews and decide further course of action. Better performance and optimum outcomes are possible when there is collective wisdom and skills. Participatory governance has always paid us dividends.

Conclusion:

Creating an efficient and powerful network of governance involving as              many as possible with a special underlining on ‘Teachers and teaching’   would improve the accountability in education.

(Author is Retired Principal and National President of Vidya Bharati)

Read More : School – A Centre for social change and service

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The global health pandemic has brought many challenges and vulnerabilities to the fore.  Out of all the chief and major one is education in which more than 1.5 billion students got affected due to sudden school closures.  But in India during the pandemic, human resourcefulness and adaptability with a huge potential was quite seen even in remote, sensitive and far-flung areas.  Everybody realized that decisions made today will have long term consequences on future education even after this crucial post pandemic world.  Academia, policy makers, the teachers – the front-line educators, administrators, parents and alumni had started making high stake choices for the betterment of the society with a humanistic vision.

Teachers Technology Upgradation:

Right from the beginning of this century, all our teachers are being advised to be developing scientific temper with all 21^st century skills without ignoring technology.  But this process was delayed and our Indian teachers did not take it very seriously and remained as tech-lovers but not tech-savvy.  Suddenly this pandemic has forced them to search for open ended solutions to undertake effective quality online classes for reaching urban and semi urban students in a big way.  The whole adaptation took only one and half months to our surprise among our Vidya Bharathi teachers.  Teachers collaborated well to hold meetings for evolving off line techniques for reaching students.  Accordingly, hybrid learning and blended teaching methods were planned with an effective follow up.

Vidya Bharathi’s engagement with students across:

Vidya Bharati with its 13K big formal schools and 12K informal institutions, could reach all the stake holders during the Pandemic.  Teachers and management network took benefits of technological boom and online reach was possible.  Offline methods to engage in learning experiences by students with digital content was handed over in person with the help of stake holders.  This network was built by Vidya Bharathi with the help of 1.5L teachers, 4.5L Alumni, 1.5L Management members and around 5L mothers in entire India.  I shall list out some of the methods followed.

1. Reaching students with recorded lessons and forming a group to engage in learning which was well received in tribal areas with enthusiasm.

2. Organizing weekly tuition centers in rural areas with a follow up action. This was very popular in Andhra Pradesh.

3. Encouraging Mohalla Vidyalas in all the colonies, where our teachers reached and held regular classes both off-line and on-line. This is a popular mode in U.P, Uttarakhand, Rajasthan, M.P, Chhattisgarh and Bihar.

4. Training mothers in the school and on line to conduct primary classes in their localities. This was well received in Orissa.

5. Home-a-school – Ghar hi Vidyalay was a necessity with a little on line training during lock-down period and direct contact classes with necessary inputs after unlocking was declared. Home schooling went on well in Karnataka, Gujarat, Orissa, Assam, M.P, etc.

6. Red letter days, National heroes Birthday celebrations and environment protection related activities were conducted as usual during Covid-Pandemic.

7. Online training for all the concerned including teachers was conducted to upgrade, upskill and empower them.

Through all these activities our live contact was maintained which was the need of the hour and this hand holding process was well received and appreciated.

New added social responsibility:

Now that in NEP-20, the concept of school complexes was again discussed with more a socio-centric approach.  Moreover, UNESCO appointed International commission report on futures of education in a post-COVID-19 world & nine ideas for public action was released in which social orientation was the thrust by promoting students and youth participation in the co-construction of desirable change in the society.  These are all in support of 2030 agenda for sustainable development.  All these ideas invite debate, engagement and action by educational professionals and other stakeholders, where in hybrid learning becomes crucial.  Apart from this, learning has become any time, any place activity with multi-disciplinary approach and multi-dimensional demands by students.

Hybrid Learning – A Necessary Initiative:

All the above added social responsibilities force us to go for Hybrid learning where traditional class room experiences, experiential learning, competency based learning and digital course delivery to need-specific learners are stressed upon.

Teachers Upskilling:

This requires a training and tips for teachers who prepare themselves and get ready with a learning management system and backup plan.  We should never forget that teachers are front line warriors in bringing any change in processes and practices at the ground level.  Without changing the mindset, approach and necessary motivation no transformation in the education system is possible.  Let our teachers be empowered and updated to become more futuristic.

(Author is Retired Principal and All India President of Vidya Bharati)

Read More : EDUCATION AND SWADESHI MODEL

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NEP-20 did come out with a concept that Schools are to be promoted as ‘samajik chetna kendras’, is an indication to enhance social responsibilities of education institutions. Of-course we have been discussing that the education by 2050 is to guide and focus more on life skills and social orientation. This is a step forward in this direction.

Not an Island:

A school is not simple a place where a student is shaped to be academically excellent with an all-round development of personality by building value and spiritual base, but also be trained to become a creative, innovative., experimentative and producer of knowledge. This is one aspect but other important one is that a school is not an ivory tower or island to work in isolation, but an agent of social change and transformation. We should not forget that educational institution is also a part of the system to bring reforms in the socio- cultural-economic fabric of the village. While defining the goals of education a student is to be integrated to the society and nation at large, was mentioned repeatedly in all the educational polices right since1968.

Influencing mindset of the society:

Schools shall leave a positive influence on the society by shaping the morals, mentalities and culture of the society. It can lead the society in some areas by becoming the chief instrument in a scheme of changes in human life. Vocational or technical education helps is the process of industrialization. Education changes the outlook of the people on social issues and also sharpen the skills and knowledge of the people. Hence mindset of the society can be changed by the school.

Schools should reach out the society beyond the gates in the community and conduct number of programs. Activities are to be designed to bring the society to the school for involvement, enrichment and empowerment of the people.

Stake holders with a social responsibility:

Principal, teachers, management, alumni, parents and students can all become agents   of   social   change   and   service, with   proper   orientation.   All   these stakeholders have both individual as well as institutional social responsibility to serve and a role defined.

Some of the suggested activities and enterprises are given here under

1. Adopting a village or slum by the school:

At microlevel a village in rural areas and slums or seva basthis in unban dwellings are to be adopted, for which we undertake a detailed socio-cultural-economic survey after which prioritizing the problems, challenges and activities for transformation are chalked out by involving social, cultural and economic leadership of the village as well. Then action plan follows.

2. Undertaking service schemes in surrounding villages/ basthis:

Students are not only be techno-informative, modern and highly knowledgeable but also have a value base. Hence service activities like balasamskar kendras, vidyardhi vikasa kendras (tution centers), matru mandalis, adult education centers, Vocatianl training/skills development centers, tasks of self-reliance are to be planned with the help of parents, staff, students and sajjana shakthi of the society.

3. Participation in community and cultural festivals of the villages:

School should link itself to the society by participating in socio-cultural functions of the village. Our cultural, national and social values can be transmitted through these programs.

4. Students exposing to the conditions of under privileged sections, along with important service and rural development projects:

Students should be encouraged to visit the sensitive areas to observe the health, hygiene, living environment   and economic conditions to make a feel about their social responsibility. Important service, rural development and transformatory projects are to be visited to get a better understanding about the methods and process of service.

5. Adoption of surrounding schools for an educational change:

One or two schools may be adopted and benefits of school complex to enhance cooperation and sharing of resources for initiating a positive educational change in our area. Ways and means along with modus operandi can be thought as per the local needs and requirements. Especially in this technology driven world innovative mechanisms, ICT and other training modules can better be shared.

6. Better utilization of school’s infrastructure:

School’s infrastructure may be better made available and utilized, by conducting summer camps, yoga training, social awakening activity, cultural exchange programs and skill development activities etc.

7. Planning pursuits for bringing society to school:

Involvement of society in different activities which are being held in the school may be an impetus and encourage enthusiastic proud participation to take a clue from time to time from other stake holders of the school. E.g.: social and health awareness programs, Environment and water management training activity etc.

8. Arranging Tasks for strengthening social harmony:

When these narrowminded caste approach is occupying the upper minds of the people, Places of worship and schools can be ideal institutions where people can be involving with broad minded submission in all the endeavors. Social harmony (Samajik Samarasatha) in principle and practice at individual, families, institution, work place and social life level is very much essential for unity and integrity of the nation. Education can be a catalyst for this type of change and can bring a big reform.

Focus on sensitive areas

In conclusion we can declare that national goals can also be transmitted and achieved by educational institutions. No school should become a victim of the mad race of competition but by focusing on strategic, sensitive, border and challenging problematic areas, the benefits can reach the unreached people and areas on which the progress of the nation depends.

Let us all work in the field of education for ultimate integration avoiding present differentiation and divisive trends. Ultimately my presentation is just an indication and direction but not all comprehensive. This is only to initiate and activate the thinking process.

(Author has Retired Principal and National President of Vidya Bharati)

Read More : An Attempt to make Education India Centric

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